• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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• pp.185-197
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• 2020

Purpose: The purpose of this study was to investigate the mediating effect of self-regulated learning ability on the relationship between experiencing a good class and problem solving ability in nursing college students. Methods: A structured self-report questionnaire was used to measure experiencing a good class, self-regulated learning ability, and problem solving ability. During June, 2019, data were collected from 130 nursing students in D city. Data were analyzed using t-test, One-way ANOVA, Pearson's correlation coefficients, and hierarchical multiple linear regression with SPSS/WIN 23.0. Results: Importance of good class (r=.50, p<.001), satisfaction of good class (r=.42, p<.001), and self-regulated learning ability (r=.71, p<.001) were positively correlated with the problem solving ability of participants. Also, self-regulated learning ability had a partial mediating effect on the relationship between experiencing a good class and problem solving ability. Conclusion: Considering the findings of this study, developing programs that can improve the self-regulated learning ability of nursing students who experience a good class are needed to increase their level of problem solving ability.

• Korean Journal of Clinical Pharmacy
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• v.23 no.4
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• pp.291-299
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• 2013

Purpose: Problem-based learning (PBL) has been adopted to foster active and self-directed learning and enhance critical thinking and problem-solving skills in many health-care academic disciplines in Korea. Interest in PBL has rapidly grown with a 6 year pharmacy degree program in Korea. The objective of this study was to evaluate feasibility of PBL, student satisfaction and academic performance with a self-assessment survey questionnaire. Method: Sixty students participated in the PBL for pharmacotherapy course. Average scores from student self-assessment on participation, satisfaction, and academic performance were $3.85{\pm}0.55$, $2.94{\pm}1.04$, $3.09{\pm}0.91$ out of 5 point lickert scale (1-do not agree at all, 5-agree completely), respectively. Results & Conclusion: The level of participation was positively correlated with improvement of communication skill in academic performance (correlation coefficient 0.27, p=0.037). In the quality analysis of the cases provided for PBL, students who participated more in the PBL greatly agreed the cases given were appropriate to learn fundamental knowledge for each disease state. The students disagreed that PBL was fun. The students stated that PBL was good to experience self-directed learning and clinical context beforehand but too time-consuming to devote and too demanding to commit. Lack of facilitator and insight on active learning should be rectified for successful launch of PBL in Korean pharmacy education.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.3-13
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• 2018

The purpose of this study is to propose a teaching and learning model that can effectively manage convergence education, which is one of the concerns of university education, at the level of course. The pre-collaborative instructional design stage is to prepare the operation of the convergence project course. It shares the common goal and establishes a team of relevant professors to set up the actual convergence project topic and establishes cooperation relationships with industry or community as needed. In the convergence project activity, students will be able to understand the learning objectives, learning activities, evaluation methods, and explain the subject of the convergence project by proceeding with the whole orientation. Students organize teams of interest and conduct learning and design activities on convergence technologies and present their results. In the educational improvement activities, professors will share the lesson process and results and discuss improvements through the improvement seminar. As a result of analyzing the effectiveness of the proposed convergence project based teaching and learning model, the convergence project experience has improved the cooperative self - efficacy for the learners and the results were confirmed that students perceived to achieve the expected learning goal and satisfied with their experience.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.3
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• pp.158-163
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• 2024

Virtual world technology is driving major advances in education, entertainment, and professional training. Metaverse and extended reality (XR) technologies maximize immersion to enhance learning, provide global learning environments, and expose students to situations that are difficult to experience in real life. Career exploration is an important developmental task in adolescence, and virtual training maximizes learning by providing life-like experiences with imagery training. Virtual training overcomes spatial, financial, performance, and situational constraints and is effective in a variety of fields, including military and disaster training. It provides customized learning for various users such as youth, job seekers, and people with disabilities, deepening their understanding of professional activities and improving their problem-solving skills. It also improves the quality of learning through repetitive learning and contributes to the improvement of teamwork and communication skills, and helps to solve financial problems by using unlimited internal resources and space in virtual space, and enables people with disabilities to perform in various professions. This paper investigated the value of virtual training as a comprehensive educational tool through an economical and efficient learning experience.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.8
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• pp.625-633
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• 2020

This study aims to empirically investigate the influence of organizational capability and organizational learning on the financial performance of family-business type small- and medium-sized enterprises (SMEs). In addition, this study examines the moderating role of SMEs' ages and the managers' experiences in the relationship between organizational capability and organizational learning on the SMEs financial performance. This study is a basic exploratory research conducted by using an empirical survey, i.e., sampling of the businessman (the owner) of family-business type SMEs cross-functional in the area of DIY. The study uses purposive sampling. The respondents are the SME businessmen from the various business sectors in Yogyakarta, Indonesia. The number of respondents is 150. Hypothesis testing used SPSS program's moderation regression approach; validity and reliability testing used confirmatory factor analysis and Cronbach's alpha. The result of this study shows that organizational capability positively and significantly affects the financial performance. Also, organizational learning significantly affects the financial performance. The organization's age factor does not moderate the relationship between organizational capability and the financial performance, but it is significant on the organizational learning. The factor of manager's experience moderates insignificantly on the relationship between organizational capability and financial performance. However, it is significant to the organizational learning.

• Journal of Society of Preventive Korean Medicine
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• v.22 no.2
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• pp.1-12
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• 2018

Objectives : Recently, the interest on medical education in flipped learning has been growing. Competency-based curriculum is also required through changes in teaching methods within the Korean medicine education. In this study, flipped learning method was applied to 'medical ethics' class to examine the perception and experience of flipped learning from the Korean medical student's perspectives. Methods : The study was conducted on 15 preparatory course freshmen students who took the 'medical ethics' course, in the second semester of the year 2017 at 'A' University. The study was proceded in two steps; 1) fill-in the questionnaire twice (before and after the class), and 2) in-depth interview with semi-structured questionnaire. The $1^{st}$ questionnaire in the first step was consisted of 'Experience on flipped learning before the class', 'Which section of the flipped learning class do participants have expectation', 'Interest and expectation on flipped learning'. In the $2^{nd}$ questionnare, the participants were asked 'Which section of the flipped learning section that the learning effect was maximized', 'Association between 'flipped learning' method and 'Medical ethics' course' with 5-point Likert scale and frequency. Results : The results showed that flipped learning method works very effectively in the 'medical ethics' course (63.6%). After the flipped learning class, the participants showed positive change in a attitude of the class (72.7%). However, this teaching method might be inappropriate for participants who had difficulties in pre-learning or a passive attitude and lecture-centered instruction (LCI) classes. Conclusions : Though applying flipped learning method to the 'Medical Ethics' was effective, to make pre-learning better, the instructors should prepare countermeasures for passive participants, help interact well among the participants, and plan a lesson thoroughly for changing LCI classes to student-centerd instruction(SCI).

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.20 no.1
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• pp.171-176
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• 2020

Reinforcement learning is a well-known method for training an artificial software agent for a video game. Even though many reinforcement learning algorithms have been proposed, their performance was varies depending on an application area. This paper compares the performance of the algorithms when we train our reinforcement learning agent for a 2D racing game. We defined performance metrics to analyze the results and plotted them into various graphs. As a result, we found ACER (Actor Critic with Experience Replay) achieved the best rewards than other algorithms. There was 157% gap between ACER and the worst algorithm.

• Korean Journal of English Language and Linguistics
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• v.2 no.3
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• pp.373-401
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• 2002

It is often observed that Korean migrant students overseas experience various kinds of anxieties learning English as a second language although they are in an English-speaking country like New Zealand. The context of learning English as a second language is explored by examining language anxieties experienced by recent Korean migrant students in New Zealand. 177 students were surveyed using questionnaires asking their anxieties over various contexts of English learning processes. The three stages of language anxiety of Input, Processing, and Output showed that there were some degrees of anxiety among the students at each stage depending on their ages, age at migration, and duration of residence, in particular. Students tended to experience more language anxiety in school than outside the school. It was also clear that students were experiencing more anxieties with English than with Korean in the four language skills of speaking, listening, reading and writing. Writing was commonly found in English and Korean to be the most frequent source of anxiety among the four language skills. Some implications from the results are suggested for parents, teachers, and students.

• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.21-30
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• 2007

It is necessary to design a careful teaching-learning plan for motivating learners as well as helping them to maintain the learning process so that the advantages and effects of e-Learning system are fully exploited. In order to solve the problems in motivation and maintaining learning, we reviewed the Flow Theory and its relevant previous research materials, analyzed the technological and environmental characteristics of e-Learning, and developed the teaching-learning strategies to promote flow experiences fit for the characteristics of e-Learning. Additionally, to verify the effectiveness of these strategies, we have implemented an e-Learning system based on the strategies and applied it in the actual teaching-learning field. As a result, it has been proved that the teaching-leaning strategies developed for flow experiences in this study were helpful in improving learners' flow level and, consequently, contributed to the enhancement of their academic achievements.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.14-22
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• 2000

This attempts to find out training system of environment education teacher in Korea. The results are summarized as follows. The primary and secondary school have focused on environment education and the environment course was designated as a subject, but only 12% of the 2741 middle school chose the environment subject in 1998. The environment education course is not popular among students. The environment education is an interdisciplinary subject, which is composed of natural science, social studies, earth science, and medical science, that is why the subject is so unsystematic and complicated that appropriate teaching methods and contents for school classes are not able to be developed. Moreover, material and manuals in environment education for students and teachers are limited. While the contents of environment education is composed of field experience learning and experiment learning, but lecture-centered instruction is emphasized in school because of materials, time and experts. Over 300 environmental education teachers are annually produced, but the ratio of employment low. is, Therefore, a retraining program for environment education teacher needs to be developed.